VIII. DEVELOPMENTAL TRAJECTORIES OF CHILDREN'S WITHDRAWAL AFTER THE BIRTH OF A SIBLING     

Wonjung Oh  Ju-Hyun Song  Richard Gonzalez  Brenda L. Volling  Tianyi Yu 《Monographs of the Society for Research in Child Development》2017,82(3):106-117

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Examination of the Nonlinear Dynamic Systems Associated with Science Student Cognition While Engaging in Science Information Processing     

Richard Lamb  Andy Cavagnetto  Tariq Akmal 《International Journal of Science and Mathematics Education》2016,14(1):187-205

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A return to political correctness     

Richard H. Reeb 《Academic Questions》2001,14(3):37-46

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The questions students ask? A preliminary examination of the questions raised in religious education classes in Catholic schools     

Richard Rymarz  Angelo Belmonte 《British Journal of Religious Education》2020,42(2):120-128

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The Development of Skills in Interpersonal Functioning     

Robert R. Carkhuff  Gerald Piaget  Richard Pierce 《Counselor Education & Supervision》1968,7(2):102-106

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A National Curriculum for Wales: A Case Study of Education Policy-Making in the Era of Administrative Devolution     

Richard Daugherty  Prydwen Elfed-Owens 《British Journal of Educational Studies》2003,51(3):233-253

The 1988 Education Reform Act legislated for a statutory curriculum in state-funded schools in England and Wales. This study explores how, out of a common curriculum framework for both countries, there emerged a school curriculum that was adapted to the distinctiveness of the linguistic and cultural context in Wales. The roles of those most closely involved in policy development in Wales are examined as is the relationship between the 'national' and 'territorial' arenas of policy-making in the months leading up to publication of the Education Reform Bill in November 1987. It is argued that a pragmatic approach to policy development in Wales during that period laid the foundations both for a reworking of the 1988 curriculum framework during the 1990s and for potentially more radical change following the 2002 Education Act.  相似文献   

Toward Developing a Behavioral Counselor Education Model     

Patricia Jakubowski-Spector  Richard Dustin  Rickey L. George 《Counselor Education & Supervision》1971,10(3):242-250

Counselor education currently does not have a training model that is systematically employed and contains provisions for individual differences or promotes the development of programs for facilitating transfer of training. In the proposed model, counselor educators must decide which of the counseling student's thinking, feeling, and acting behaviors will become the focus of training efforts. The staff creatively implements its conceptualized behavioral curriculum goals through the application of learning principles to specified counseling student behaviors that are assessed to determine if whether or not the desired behavior changes are occurring.  相似文献   

The nature and correlates of underachievement among elementary schoolchildren in Hong Kong   总被引：2，自引：0，他引：2  

McCall RB  Beach SR  Lau S 《Child development》2000,71(3):785-801

This study investigated for the first time several characteristics of underachievement in a large sample of Hong Kong elementary schoolchildren. More males were identified as underachievers than females, but the ratio was substantially less than the two-to-one rate typically found in the American literature. The stability and persistence of underachievement increased during the elementary school years, and the stability of underachievement tended to be higher in subject matter that was relatively more difficult, which varied with gender. Underachievement became more specific to particular academic subjects rather than more general across the elementary grades. Parents and teachers, but not the children themselves, perceived that underachievers were more capable than same-grade nonunderachievers (who score lower on ability tests), although this awareness is more likely directed at male than female underachievers, which has been observed in other samples. In grades 1-4, teachers provided extra mentoring, communications, and support to underachievers. Thereafter, underachievers became more disruptive, impatient, and aggressive in school and perhaps at home. At that point, teachers became less supportive, offered less extra mentoring, and applied greater behavioral control over underachievers. Underachieving children also perceived that their parents became less supportive and used more discipline in grades 5-6 relative to grades 3-4. These correlates of underachievement suggests the existence of a syndrome of underachievement that separates underachievers from children who have the same grades but lower mental ability.  相似文献   

Evaluating a computer‐based reading programme with children with Intellectual Disabilities: feasibility and pilot research     

Emily J. Roberts-Tyler  John Carl Hughes  Richard P. Hastings 《Journal of Research in Special Educational Needs》2020,20(1):14-26

Increasing evidence indicates that individuals with Intellectual Disabilities (ID) might benefit from phonics‐based reading instruction. However, research and instruction in this field has predominantly focused on sight word reading. Models for complex interventions recommend that feasibility research be conducted prior to conducting randomised studies to assess efficacy of interventions (Thabane et al., 2010). The aim of the current paper is therefore to investigate feasibility questions relating to conducting a full‐scale randomised controlled trial (RCT) evaluation of an online, phonics‐based reading programme (Headsprout^? Early Reading; HER) with children with ID. Employing a randomised pre‐test post‐test group design, this study explores and trials important aspects of a RCT evaluation to inform a full‐scale RCT. We also found that HER had a significant effect on reading skills when compared with ‘education as usual’, with large effect sizes on the main outcome measure. This indicates that further, more robust evaluations using HER with children with ID are a worthwhile pursuit.  相似文献   

Learning about the past: exploring the opportunities and challenges of using an outdoor learning approach     

Richard Harris  Helen Bilton 《Cambridge Journal of Education》2019,49(1):69-91

This paper examines the potential of outdoor learning for supporting children’s understanding of and attitude towards history. A class of primary school children participated in an intensive experiential, residential history programme. A range of data was collected before, during and after the residential programme, and the findings suggest that the experience had a positive impact on the children’s attitude towards history and enabled many of the children to be able to easily recall highly specific factual knowledge. However, the children’s understanding of history as a provisional construct was not developed, as it was not a strong feature of the programme. Nor was the experiential nature of the experience fully exploited. Overall the study suggests that such a programme has the potential to support children’s learning of the past, but a deeper understanding of history, drawing on the benefits of outdoor learning pedagogy, needs to be planned for more explicitly.  相似文献